Mastery of Chemical Formulae through CHEMIMATCH

KHOR SIM SUAN SMK BERAPIT, 14000 BUKIT MERTAJAM, PENANG

ABSTRACT

This paper describes the use of CHEMIMATCH, a card game designed to improve the students memory skills of the ionic formulae in the subtopic Chemical Formulae. The basic idea of this design is to have the students construct the chemical formulae by matching the correct combination of the cations and anions. CHEMIMATCH is different from other types of card games as it consists of three sets of cards which require the students to master SET I and SET II before playing SET III. The uniqueness of this card game is that students can play the game on their own with or without the teachers supervision.

1.0 Introduction

As a chemistry teacher, I often come across students having difficulty in giving the correct chemical formulae of substances. As a result, it will affect the students ability to write balanced chemical equations. Sometimes I have no choice but to force the

students to memorise the ionic formulae in the hope that they will be able to come out with the correct formulae of the ionic compounds. However, I realise that this strategy is sometimes not workable as some students will not take the initiatives to memorise and find it boring. Thus, the question arises on how to help my students solve this problem besides making it interesting enough to learn the chemical formulae of substances on their own.

Through discussion and brainstorming sessions with my chemistry colleague, I finally come out with this idea of chemical formulae matching through a card game called

CHEMIMATCH to help my students. I first conceived the idea of the CHEMIMATCH game after conducting a survey to gage my students interest. The survey results

revealed that most of the students enjoy playing POKEMON during their leisure time. I then decided to come out with an interesting game of chemical formulae matching to alleviate students difficulty in writing chemical formulae of substances. Thus, the

CHEMIMATCH game is designed in such a way that students can have fun while competing with each other to win the game. As the total point for the correct matching of a chemical formula is 1000, the students can check on each others cards and play with or without the teachers supervision.

2.0 Objectives of CHEMIMATCH

The CHEMIMATCH card game is designed with the following objectives: (a) To familiarize students with the ionic formulae of cations and anions, and chemical formulae of all types of elements or compounds. (b) To develop the thinking skills of students when constructing the chemical formulae of ionic compounds. (c) To help students utilize the knowledge learnt in an interesting and active manner. (d) To create a fun and lively atmosphere for students to communicate and solve problems among themselves.

(e) To instill students confidence and interest towards learning Chemistry,

particularly in the subtopic CHEMICAL FORMULAE.

3.0 Construction of CHEMIMATCH

The innovation of CHEMIMATCH was carried out within a period of 2 months starting from March until April 2009. In the first month, a preliminary survey was conducted through interviews with students and feedback from teachers followed by observations and analysis of Progressive Test 1. During this period, the teacher constructs the three sets of cards which involve two major stages such as follows:

A. Matching of ions to form chemical formulae of ionic compounds

(a) Level I involves simple ions (SET I) as shown below: Cations K+ Na Cu

+ 2+ 2+

Points 250 300 250 450 100 150 600 100 200

Anions ClI
2-

Points 200 300 150 250

Mg

Br

Al3+ Zn2+ Ag+ Fe3+ Pb P+ So+ Mn2+ Co2+

2+

150 200 150 200

Cl2O-

100 100

[Note: P+, So+, Mn2+, Co2+, Cl2- and O- are purposely added to distract the students.]

Name of compound Magnesium oxide Zinc chloride Sodium chloride Sodium oxide Potassium iodide Lead(II) iodide Copper(II) oxide Aluminium oxide Zinc bromide Iron(III) chloride Sodium iodide Silver chloride Potassium bromide

Formula MgO ZnCl2 NaCl Na2O KI PbI2 CuO Al2O3 ZnBr2 FeCl3 NaI AgCl KBr

Points 400 450 500 250 450 200 600 350 350 300 400 200 500

Silver bromide

AgBr

150

SET I caters for students who simply cannot write chemical formulae of ionic compounds at all. In this set, there are altogether 150 cards which comprise 90 cation cards (10 of each cation), 40 anion cards (10 of each anion), 6 distractors and 14 cards with names of formulae of ionic compounds. (b) Level II involves polyatomic ions (SET II) as shown below: Cations Cu
2+

Points 250 300 350 450 200 100 200 250

Anions CO32SO42OHClNO3-

Points 150 250 250 200 150

Na+ Ca2+ Mg2+ Fe2+ Al

3+ 2+

Pb

NH4+ So+

200

SO2-

150

Mn2+ Ca+

150 200

OH2CO2-

150 100

[Note: So+, Mn2+, Ca+, SO2-, OH2- and CO2- are intentionally added to distract the students.] Name of compound Iron(II) sulphate Calcium carbonate Sodium carbonate Copper(II) carbonate Magnesium nitrate SET Copper(II) sulphate Ammonium chloride have SET Iron(II) chloride this Sodium hydroxide Magnesium carbonate Lead(II) nitrate Ammonium sulphate FeCl2 NaOH MgCO3 Pb(NO3)2 (NH4)2SO4 400 450 400 500 250 Lead(II) sulphate Aluminium hydroxide Formula FeSO4 CaCO3 Na2CO3 CuCO3 Mg(NO3)2 CuSO4 NH4Cl PbSO4 Al(OH)3 Points 550 500 250 600 250 500 550 550 150 II caters for who the

students acquired

mastery level of I which involves simple ions. In set, students the are

introduced and exposed to

polyatomic ions. There are altogether a total of 150 cards in this set which comprise 80 cation cards (10 of each cation), 50 anion cards (10 of each anion), 6 distractors and 14 cards with names of formulae of ionic compounds.

B. Matching of chemical formulae to all types of elements or compounds (SET III) as shown below: Substances Name of substance Potassium Aluminium oxide Points 650 350 K Al2O3 Formula of substance 350 650 Points

Potassium nitrate Ammonium sulphate Hydrogen Chlorine Carbon monoxide Sulphur dioxide Phosphoric acid Ethanoic acid Sodium chloride Hydrochloric acid Sulphur trioxide Calcium hydroxide Oxygen Copper Iron Sulphuric acid Magnesium Water Nitric acid Magnesium carbonate Ammonia Zinc Potassium hydroxide

750 250 700 680 450 250 400 350 500 800 730 150 660 720 540 640 480 670 470 400 550 570 500

KNO3 (NH4)2SO4 H2 Cl2 CO SO2 H3PO4 CH3COOH NaCl HCl SO3 Ca(OH)2 O2 Cu Fe H2SO4 Mg H2O HNO3 MgCO3 NH3 Zn KOH

250 750 300 320 550 750 600 650 500 200 270 850 340 280 460 360 520 330 530 600 450 430 500

Distractors: Formula of substance Cl Mg2 O P NH4 300 250 650 320 400 Points Formula of substance K2NO3 CO2 HSO4 Co HNO 350 450 260 500 330 Points

SET III also involves card matching whereby the players will have to match the chemical formula of a substance to the name of substance displayed. This set includes all types of substances and altogether there are 110 cards which comprise 25 cards with name of substance, 75 cards with formula of substance (3 of each formula) and 10 distractors.

For the construction of CHEMIMATCH SETS I, II and III, I prepare a total of 150 cards each measuring 6 cm x 10 cm for SET I, 150 cards for SET II and 110 cards for SET III. For SET I (see P-1) and SET II (see P-2), one side of the card is labelled CHEMIMATCH and CATION (red card) or ANION (blue card) while the other side is the ionic formula and point. Another type of the card shows the name of ionic compound and point with CHEMIMATCH (yellow card) printed over-leaf. As for SET III (see P-3), one side of the card shows the formula of substance and point while the other side is printed CHEMIMATCH (green card). Another type of the card shows the name of substance and point with CHEMIMATCH (yellow card) printed over-leaf.

The letterings and designs of the laminated cards are done using computer and printed on A4 coloured papers. Overall, the cost incurred for the construction of CHEMIMATCH SETS I, II and III is RM 41.00. The cost is relatively low as compared to the vast benefits obtained for the teaching and learning of chemistry particularly on the subtopic Chemical Formulae in the Form Four Chemistry Syllabus. 4.0 Examples of CHEMIMATCH Sets I, II and III

P-1

P-2

P-3

5.0 Implementation of CHEMIMATCH

The implementation of CHEMIMATCH was carried out in the second month of April 2009. The rules set for the game are as follows:

(a) SET I and SET II 1. The basic idea is for each player to make up a chemical formula by matching the correct combination of cations and anions to the name of ionic compound given. 2. The game is suitable for up to a maximum of 4 players. 3. For a start, each player takes one set of anion and cation cards. 4. Each player in turn plays the cards by matching the cards according to the name of ionic compound displayed on the table. The correct matching of cards will have a total point of 1000. 5. If unable to match the cards, the player will have to draw one card either from the cation or anion stack of cards. 6. The game continues until all the cards with names of ionic compounds are used up. 7. The winner of the game will be the player with the highest total points.

(b) SET III 1. The basic idea is to have the players match the correct chemical formula of a substance to the name of substance given by the team manager. 2. The game is suitable for up to a maximum of 8 players. 3. For a start, the team manager will deal each player one chemical formula card at a time until all the cards are given out. 4. The team manager will display one card with the name of substance on the table. 5. The fastest player to place the correct chemical formula of the substance given will get to keep the matching cards. 6. The game continues until all the cards with names of substances are used up. 7. The winner of the game will be the player with the highest total points.

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6.0 Benefits of CHEMIMATCH in the teaching and learning process

Initially many students gave the following reasons for failing to master the subtopic on CHEMICAL FORMULAE: 1. Find it boring to memorise the ionic formulae. 2. Too many ions to remember. 3. This subtopic is so difficult. After introducing SET I and SET II to the students, many of them could not wait to play the game as they wanted to compete with their friends to win the game. When playing SET III, the students were even more excited as they tried to keep pace with their friends. The following were the comments given by students about the

CHEMIMATCH game: 1. I enjoy very much playing the game. 2. Its easier to memorise the ionic formulae now. 3. I wish I have more time to play CHEMIMATCH. 4. This game helps me to improve on ionic formulae. 5. I have much fun playing the game. After a few rounds of CHEMIMATCH (SET I and SET II), the students were more familiar with the ionic formulae and the principles of constructing chemical formulae of ionic compounds. The teacher observed that the students even started to keep a check on each others chemical formula whenever a student placed the matching cards showing the formula (SET III) on the table. They were able to confirm the correct matching easily since the total point must be equal to 1000. The CHEMIMATC card game has enhanced and improved the students memory skills on the ionic formulae and chemical formulae of substances. The use of

CHEMIMATCH has enabled the students to give the correct chemical formulae of substances with ease and confidence. Through card matching, the students had also learnt to determine the ratio of cations and anions in an ionic compound. For example, when forming zinc chloride compound, one Zn2+ ion card needs to be matched with two Cl- ion cards so that the total charge is zero.

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7.0 Conclusion

The CHEMIMATCH game can be used as an effective tool in the teaching and learning of the subtopic Chemical Formulae in Chapter 3: Chemical Formulae and Equations of the Form 4 Chemistry Syllabus. In the process of playing the game, students

misconceptions and uncertainties in constructing chemical formulae will be eliminated after a few rounds of the game. The card game certainly outweighs the routine chalk and talk and drill and practice of examination questions methods of teaching and learning. This is because the CHEMIMATCH game is fun, enjoyable and exciting as it involves students participation and interaction in a lively atmosphere. Students critical thinking and decision making skills can also be enhanced when playing CHEMIMATCH as they need these skills to choose either the cation or anion cards to match the name of the ionic compound. Besides, this card game can also be used in one of the Science Club activities and for recreational activities. In conclusion, the use of CHEMIMATCH certainly has a positive impact on the students learning interest and attitudes towards chemistry.

References A Handbook for Teachers (1992). Chemistry Card and Board Games. Science

Teachers Association of Singapore.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pelajaran Malaysia. (2006). Manual Kajian Tindakan. Kuala Lumpur: BPPDP, KPM.

Curriculum Development Centre. (2004). Curriculum Specifications for Chemistry Form Four. Ministry of Education, Malaysia.

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